Synchronous Connection, Selection of a Synchronous System, Asynchronous Technologies, Podcast as a Source In Nursing Education

Nursing Education and Synchronous Connection, Selection of a Synchronous System, Asynchronous Technologies, Podcast as a Source

Support and Strategies for Synchronous Connections In Nursing Education, Selection of a Synchronous System In Nursing Education, Asynchronous Technologies In Nursing Education, Podcast as a Source of Teaching and Learning In Nursing Education.

Support and Strategies for Synchronous Connections In Nursing Education

    Each synchronous connection medium has identifiable differences specific to the technology but the similarities of required support for planning, and implementing use of the technology in the classroom and online represent the major focus. Virtual classroom teaching requires faculty to carefully plan the best strategies for learning over a distance. 

    Within this overall process, students must be oriented to the technology and clear expectations must be communicated to the learners. Student outcomes can be influenced by both the process and content of learning. Clear and concise orientation is an important step toward improved academic self-concept. A summary of adapted teaching strategies specifically for teaching with synchronous technology is provided.

    As with other instructional delivery strategies, synchronous systems of instruction require marketing, site selection, effective communication, and ongoing course coordination to be managed efficiently. Faculty and administrators must work together closely to ensure that these components of the total educational plan are in place.

Selection of a Synchronous System In Nursing Education

    The selection of any video conferencing solution for a given institution will vary based on existing resources and the student population. Whether there are already existing regionally based video conferencing units in the desired locations will factor into the decision. Collaborative relationships or rental of remote equipment are also possible in some cases. 

    The regional video conferencing model gives remote students a chance to get to know others geographically close to them, because they come together in remote classrooms. In rural areas or areas with poor broadband access, video conferencing units located at regional hospitals or small town libraries may be one way to accommodate access to the virtual synchronous classroom, particularly when students do not have access to broadband in their homes. 

   In areas where students do have access to high-speed Internet, use of a web conferencing solution offers great flexibility for access to the virtual classroom. Many institutions subscribe to a particular product, and use of the institutionally available product will be most cost effective. 

    It is important to note that the quality of the video may not result in the ability to see facial expressions and detail; However, you will have some of the benefits of a face-to-face interaction. When considering web conferencing, one must consider the potential number of students expected at remote sites, and select a product with capabilities to accommodate concurrent anticipated usage. 

    With large numbers of participants, switching to a webinar format may be preferred, although this option must be weighed against the loss of two way interactive video. One area of considerable growth has been the ability to connect handheld mobile devices such as smartphones and other tablet devices to web conferences. 

    The ability to join mobile devices is significant as research on current students supports that they are likely to own two to three internet capable devices, including smartphones, tablets, and laptops (Dahlstrom, Walker, & Dzuiban , 2013). 

Asynchronous Technologies In Nursing Education

    Although there is increased growth in the use of a variety of synchronous technologies, asynchronous technologies have also grown and become more interactive. 

    Asynchronous technologies do not require the student to be tied in time to a specific time or place, hence offering the greatest flexibility in scheduling and participation in course materials. A variety of audio-only and video enhanced technologies exist to deliver content and materials to students on their own schedule.

Podcast as a Source of Teaching and Learning In Nursing Education

    A popular tool for receiving streaming media over the Internet is a podcast. Podcast was a term originally derived from Apple's portable music player, the iPod (Podcast, nd) and involved the broadcast of audio that could be subscribed to and automatically downloaded to a computer. Now the term podcast typically refers to any type of audio programming that can be automatically downloaded to a computer or mobile device. 

    The most common file type for distribution of audio-only podcasts is mp3 files. Students subscribe to a particular podcast using software either in their LMS or other freely available programs to automatically receive the new files. One popular form of podcasting is to capture live, face-to-face lectures. An easy way for faculty to capture lectures for podcasting is with portable flash-memory audio recorders that record directly in the mp3 format. 

    The recording can be made at a low bit-per-second rate (32 kbps is recommended) which reduces file size without much compromise in audio quality. The use of a lapel microphone will help ensure higher audio quality. Be sure to state the name and date of the class at the beginning to help students know the topic of the audio file. These files require no post recording processing except for changing the name of the file. 

    Files can be uploaded to a course LMS or even be e-mailed directly to students. Advantages of this style of podcasting include making content available for additional student review to increase the understanding of difficult concepts and allowing additional note-taking time for items missed during class. 

    An archive of lectures can be created and used for inclusion weather dates or in case of faculty illness for future classes. The major disadvantage of this form of podcasting is that it does not foster active learning and that some students may perceive an opportunity to miss class periods. Strategies such as using interactive learning activities in class that build on concepts introduced in the podcast can help discourage this behavior. 

    Another disadvantage of this form of podcasting is that it does not add any additional information to the class. Another form of podcasting involves replacing lecture time with prerecorded podcasts. Two studies comparing performance on exams after podcasted lectures and face-to-face lectures found no significant differences in the two formats (Abate, 2013; Vogt, Schaffner, Ribar, & Chavez, 2010). 

    Although overall satisfaction with the podcast format was good, the majority of students did not necessarily prefer podcasts to live lectures. Podcasting of supplementary materials to students is another strategy in the use of podcasting. This allows students to explore topics in greater depth and extend their learning beyond what was received in the classroom. 

    Ideas for podcasting include addressing most common questions from the week, bringing guest lecturers to students, weekly review of top topics, or creating a “precast” of materials prior to class to allow better preparation for in-class periods (Indiana University, Center for Teaching and Learning, 2011). 

    A precast of materials is also a version of a flipped classroom, where traditionally lecture-style content is delivered in advance of other more active learning strategies that are used in learning activities after the podcast (Educause Learning Initiative, 2012).